Improving L2 learning and teaching process through syllabus design

Abstract

This monograph revolves the creation of a syllabus for teaching and learning English, focused on a group of adults who belong to a validation school in Bogotá. This project aims to identify and analyze the effects and implications that a new syllabus provides to the students’ proficiency and the teaching and learning processes at the institution. This study arose from the need of a syllabus that guides teachers when carrying out each session in the institution, and that benefits current and future pupils in the development and strengthening of their skills and abilities in the L2. This study was undertaken by pre-service teachers from Universidad Distrital Francisco José de Caldas looking for the effects of creating and implementing the TBL syllabus (approach focused on the development of tasks) as an answer to have an accurate planning. Furthermore, these interventions showed students’ correct and ideal acquisition of the language (ability to study and learn a language) taking into account the external and internal factors such us input and interaction, and individual differences like age, sex and prior knowledge. Both were combined in order to involve real-life situations at the same time they learned how to interact by developing tasks as a relevant part of the information acquired.